EEG1000 Fundamentals of Professional Development

Briefly describe how you have integrated these themes into your module

Education for Sustainable Development (ESD) was integrated into the first year engineering module Fundamentals of Professional Development through a challenge based learning (CBL) project that positioned students as active problem solvers working on a real sustainability issue within their own campus community. The central task required students to develop innovative concepts to promote more sustainable travel to campus. This provided an authentic context in which students could explore environmental, social, and behavioural dimensions of sustainability while applying their engineering knowledge and skills.
From a content perspective, sustainability principles were woven into lectures and workshops, introducing students to systems thinking, life cycle impacts, and the role of engineering in addressing climate challenges. Guest speakers from the National Transport Authority, DCU Fiontar & Scoil na Gaeilge, and DCU Sustainability provided insights on topics such as transport challenges, creativity and DCU’s sustainability plan. Students applied these learnings directly in their project work by analysing the current travel behaviours of DCU staff and students, identifying barriers to sustainable travel, and proposing feasible interventions ranging from design concepts to behaviour change campaigns.
Pedagogically, the module adopted a challenge based learning approach that emphasised inquiry, iteration, and collaboration. Students worked in small teams, mirroring professional engineering practice. Classroom methodologies included facilitated brainstorming sessions and structured review checkpoints, supporting the development of transversal skills such as critical thinking, teamwork, and communication.
The project culminated in the creation of a project report and a poster suitable for submission to the National Transport Authority’s Smarter Travel Campus Student Awards. This external framework added motivation, as students understood that their ideas could contribute to real institutional sustainability efforts. Throughout the process, students considered not only the technical feasibility of their solutions but also their potential social impact and alignment with broader sustainable development goals.
 

Briefly describe the impact you hope integrating these approaches will have on students who complete the module 

Integrating ESD within a challenge-based learning project embeds sustainability into both the module content and the learning process. This provides students with an opportunity to connect their learning on sustainable development to real world opportunities for change. The opportunity to submit their students to a national competition provides the opportunity for recognition and confidence building. 
The project aligns with DCU’s Transversal Skills Competence Framework, supporting the development of key competences such as critical thinking, teamwork and collaboration, communicative competence, sustainability literacy, and ethical decision making — skills that are central to ESD and essential for engineering graduates.
Overall, it is anticipated that this approach will enable students to understand how their emerging engineering skills can contribute meaningfully to real world sustainability challenges, and to appreciate the critical role that engineers play in ensuring a more sustainable future.

Related Sustainable Development Goals

Back to Compendium of Good Practice